Teachers' perspectives and perceptions on implementing proficiency-based grading and authentic assessment

Abstract

Traditional grading and assessment are unreliable and decrease students' achievement, self-concept, and motivation. This study sought to investigate teachers' perspectives and perceptions after implementing nontraditional, authentic assessment and proficiency-based grading practices. Data collected from participants in Cycle One consisted of interviews with students and teachers. An action step was designed, implemented, and evaluated in Cycle Two to determine teachers' needs for support or guidance in order to implement proficiency-based grading and authentic assessment practices. The study concluded that unreliable and inequitable grading practices were a problem at the site, systemic and institutional barriers made implementing grading and assessment reform difficult, participants reflected more on practices and found support in the professional learning community that emerged from the study, and strong leadership will be necessary to scale reform to the site's entire faculty.--Author's abstract